DIFFERENTIAL ANALYSIS OF MOTIVATIONAL AND VOLUME FACTORS OF RESPONSIBLE PARENTHOOD IN THE EDUCATION OF PRESCHOOL AGE CHILDREN

Abstract

The article presents a differential analysis of motivational and volitional factors of responsible parenting in the upbringing of preschool children with normotypical and impaired intellectual development. Theoretical studies that studied the psychological constructs of parenting are analyzed. Based on the theoretical analysis, goal-motivational and structural-organizational factors of responsible parenting are identified, which are analyzed in the context of empirical research.

During the experimental study, an assessment of the level of formation of the components of responsible parenting through the implementation of parental functions in families raising children with intellectual disabilities was carried out. To achieve this goal, the author identified the following key stages that cover various aspects of responsible parenting: research of the goal-motivational component of responsible parenting, which is manifested in the parental attitude towards preschoolers as a central component of the implementation of parental functions; analysis of the ability to self-organize and the ability to build an educational process, which determines the structural-organizational component of responsible parenting.

A general analysis of the research results made it possible to identify the factors that are key in the upbringing of preschoolers with normotypical and impaired intellectual development. The conclusion was made about some differential differences in parental attitude, acceptance, cooperation, organization, self-control, and belief in a promising future of children with different intellectual abilities.